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In college I had a male professor who made a point when we were discussing the discovery of DNA to talk about Rosalind Franklin and other women in the scientific community who did not receive adequate recognition for their work.

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We all conducted a presentation on something that pertains to our culture. It was an awesome time to experience other backgrounds as well as share my own.

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Environmental education course that talked about the disparities seen in marginalized communities affected by climate change

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my school took us to a women in STEM conference in 8th grade

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my school took us to a women in STEM conference in 8th grade

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During my high school graduation, my DDT instructor came out on the field after I walked across the stage to present me with a personal engraved plaque from him which I often refer to even now.

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In an environmental course we all  presented potential topics of study and then as a class we voted on who's presentation topic we wanted to learn more about! It included the students in the decision-making behind what we were learning.

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My freshman English teacher told me that it was okay to *feel* things while reading. I had always shut those emotions down, but that affirmed my emotions and allowed me to express them in class more easily

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We had a unit on the history of the Shakers that settled the area and I found it meaningful to make direct connections to the place where I lived

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For women's history month in my senior year of high school, my biology teacher shared info about different female scientists each week.

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women in STEM!

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Being given a feminist (early feminism not representative of modern day feminism) novel to read senior year of high school that started an open conversation about sexism when it was other times willfully ignored

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I had always been one of the quieter students in class. I felt uncomfortable speaking out in large groups and had a hard time communicating with my peers. But I took a modern world history course where the teacher, instead of having it be notes based (like most of my classes were) stuck to nearly entirely group/partner work. The positive encouragement and focus on not giving questions with clear right and wrong answers really pushed me and got me feeling confident in myself and my own ability to speak my mind and engage with lessons.

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An assignment that made me feel included was an environmental science assignment about the biome in which I grew up.

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We had an entire lessons series that used tennis as the basis for physics and math problems a few days before my tennis team competed at state.

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In my health class in high school, students cocreated a portion of the curriculum to reflect queer students identities and experiences. As a bisexual person who was not out at the time, also recognizing the amount of queer students at my school, it was extremely validating.